Learning overview: Year 6 Block E unit 1
Children recall multiplication and division facts and use these to derive related facts involving decimals, such as 8 × 0.9 or 3 ÷ 0.6. They count on and back, for example
in steps of 0.3, relating the steps to the 3 times-table. They use their knowledge of number facts, relationships between numbers and relationships between operations to
solve problems and puzzles such as:
Find two numbers with a product of 899.
Solve 3.2 ÷ y = 0.4.
Using all the digits 2, 4, 5 and 8, place one in each box in the calculation    ÷  to make the smallest possible answer.
Write in the missing number: 32.45 ×  = 253.11
Children use efficient written methods to add, subtract, multiply and divide integers and decimal numbers. They calculate the answer to HTU ÷ U or U.t ÷ U to one or
two decimal places, and solve problems such as:
Find the total length of three pieces of wood with lengths 167 cm, 2.8 m and 1008 mm.
Find 78% of 14.8 m.
A tree trunk is 6.5 metres long. Frank cuts the tree trunk into four equal lengths. How long is each length?
Children choose methods to solve these problems efficiently, and consider the accuracy of the answer in the context of the problem.
Children tabulate information, working systematically, to help them to solve problems and explain their conclusions. For example, they explore a problem such as:
In a village where all the roads are straight, every time two streets intersect a street lamp is required. Investigate the number of street lamps required for 2 streets,
3 streets, 4 streets, … What is the minimum and maximum number of lamps needed for 5 streets? n streets?
They explain their methods and reasoning, using symbols where appropriate.
Children express a quotient as a fraction, for example 19 ÷ 8 = 2 38 or 3 ÷ 4 = 34, simplifying the fraction where appropriate. They solve problems, giving their answers
as a fraction, for example:
Share 9 pizzas equally between 4 people.
Divide a 28 m length of wood into 6 equal pieces.
Children express a larger whole number as a fraction of a smaller one using practical contexts or diagrams. For example, they compare a bag
containing 10 grapes and a bag containing 25 grapes, grouping the 25 grapes into groups of 10 (with a group of 5) to establish that the larger
bag contains 2 12 times as many grapes as the smaller bag. They simplify fractions by cancelling and use equivalent fractions to compare
one fraction with another. For example, they use fraction strips to show that 13 lies between 14 and 25.
Children find fractions and simple percentages of amounts, identifying the appropriate steps towards finding the answer. They solve problems involving fractions and
percentages, using calculators where appropriate, and identifying and recording the calculations needed. For example:
A class contains 12 boys and 18 girls. What fraction of the class are boys? What percentage of the class are girls?
25% of the apples in a basket are red. The rest are green. There are 21 red apples. How many green apples are there?
Children build on their understanding of direct proportion to solve, for example: This cup holds 40 ml. How many cups can I pour from a 12 litre bottle?
They represent this problem as 40 ml ×  = 500 ml.
They scale numbers up or down by converting recipes for, say, 6 people to recipes for 2 people:
In a recipe for 6 people you need 120 g flour and 270 ml of milk. How much of each ingredient does a recipe for 2 people require?
Securing number facts, calculating, identifying relationships
Year 6 Block E Unit 1(Autumn term): 3 week block
Securing number facts, calculating, identifying relationships
Year 6 Block E Unit 1 (Autumn term): 3 week block
Learning objectives
1999 links
Vocabulary
Building on previous learning
Children's targets

Year 6
problem, solution,
calculator, calculate,
calculation, jotting,
equation, operation,
symbol, inverse, answer,
method, strategy,
explain, predict, reason,
reasoning, pattern,
relationship
Check that children can
already:
I can use place value and my tables to
work out multiplication and division facts
for decimals

Use knowledge of place value and multiplication facts to
10 × 10 to derive related multiplication and division facts
involving decimals (e.g. 0.8 × 7, 4.8 ÷ 6)
Use efficient written methods to add and subtract integers
and decimals, to multiply and divide integers and decimals
by a one-digit integer, and to multiply two-digit and threedigit integers by a two-digit integer

Use a calculator to solve problems involving multi-step
calculations

Express a larger whole number as a fraction of a smaller
one (e.g. recognise that 8 slices of a 5-slice pizza
represents 85 or 1 35 pizzas); simplify fractions by
cancelling common factors; order a set of fractions by
converting them to fractions with a common denominator


Relate fractions to multiplication and division (e.g.
6 ÷ 2 = 12 of 6 = 6 × 12); express a quotient as a fraction
or decimal (e.g. 67 ÷ 5 = 13.4 or 1325); find fractions and
percentages of whole-number quantities (e.g. 58 of 96,
65% of £260)
Solve simple problems involving direct proportion by
scaling quantities up or down
Focus of using and applying

Tabulate systematically the information in a problem or
puzzle; identify and record the steps or calculations
needed to solve it, using symbols where appropriate;
interpret solutions in the original context and check their
accuracy

Explain reasoning and conclusions, using words, symbols
or diagrams as appropriate

Solve multi-step problems, and problems involving
fractions, decimals and percentages; choose and use
appropriate calculation strategies at each stage, including
calculator use
61, 63, 65
Year 6
49, 51, 57
67, 69
Year 6
71
Year 6
23
Year 6
25, 33
Year 6
11, 27
Year 6
57, 75, 83, 85
87, 89, 101
Year 6
77
Year 6
57, 75, 83, 85
87, 89, 101
add, subtract, multiply,
divide, sum, total,
difference, plus, minus,
product, quotient,
remainder, multiple,
common multiple, factor,
divisor, divisible by
decimal fraction, decimal
place, decimal point,
fraction, proper fraction,
improper fraction, mixed
number, numerator,
denominator, unit
fraction, equivalent,
cancel
proportion, ratio, in
every, for every, to every
•
solve one- and two-step
problems involving whole
numbers and decimals
I can use efficient written methods to add,
subtract, multiply and divide whole
numbers and decimals
•
use understanding of
place value to multiply
and divide whole
numbers and decimals
by 10, 100 or 1000
I can, when needed, use a calculator to
solve problems
•
use efficient written
methods to add and
subtract whole numbers
and decimals with up to
two decimal places, to
multiply HTU × U and
TU × TU, and to divide
TU ÷ U
•
find equivalent fractions
•
understand percentage
as the number of parts in
every 100, and express
tenths and hundredths as
percentages
•
use sequences to scale
numbers up or down
•
find simple fractions of
percentages of quantities
I can write a large whole number as a
fraction of a smaller one, simplify fractions
and put them in order of size
I can find fractions and percentages of
whole numbers
I can scale up or down to solve problems
UAM children’s targets
I can record the calculations needed to
solve a problem and check that my
working is correct
I can talk about how I solve problems
I can work out problems involving
fractions, decimals and percentages using
a range of methods
Speaking and listening children’s
targets
I can take part in a debate
Focus on speaking and listening:

Participate in a whole-class debate using the conventions
and language of debate, including Standard English
Securing number facts, calculating, identifying relationships
Year 6 Block E Unit 1(Autumn term): 3 week block
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Solve simple problems involving direct proportion by scaling
quantities up or down
Securing number facts, calculating, identifying relationships
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Block E
unit 3
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Block D
unit 3
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Block C
unit 3
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Block B
unit 3
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Block A
unit 3
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Block E
unit 2
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Express one quantity as a percentage of another (e.g.
express £400 as a percentage of £1000); find equivalent
percentages, decimals and fractions
Relate fractions to multiplication and division (e.g. 6 ÷ 2 = 12
of 6 = 6 × 12); express a quotient as a fraction or decimal (e.g.
67 ÷ 5 = 13.4 or 1325); find fractions and percentages of wholenumber quantities (e.g. 58 of 96, 65% of £260)
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Block D
unit 2
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Express a larger whole number as a fraction of a smaller one
(e.g. recognise that 8 slices of a 5-slice pizza represents 85 or
1 35 pizzas); simplify fractions by cancelling common factors;
order a set of fractions by converting them to fractions with a
common denominator
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Block C
unit 2
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Block B
unit 2
Block A
unit 2
Block E
unit 1
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Use efficient written methods to add and subtract integers and
decimals, to multiply and divide integers and decimals by a onedigit integer, and to multiply two-digit and three-digit integers by
a two-digit integer
Use a calculator to solve problems involving multi-step
calculations
Block D
unit 1
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Solve multi-step problems, and problems involving fractions,
decimals and percentages; choose and use appropriate
calculation strategies at each stage, including calculator use
Use knowledge of place value and multiplication facts to
10 × 10 to derive related multiplication and division facts
involving decimals (e.g. 0.8 × 7, 4.8 ÷ 6)
Block C
unit 1
Block B
unit 1
Explain reasoning and conclusions, using words, symbols or
diagrams as appropriate
Block A
unit 1
Year 6 Block E
Tabulate systematically the information in a problem or
puzzle; identify and record the steps or calculations needed to
solve it, using symbols where appropriate; interpret solutions in
the original context and check their accuracy
Year 6 Block E Unit 1(Autumn term): 3 week block
Week Mental/Oral (rehearse, recall,
1
refine, reason, revisit, read)
Objectives
Activity
Main Activity
Objectives
Key vocabulary
Plenary
Direct teaching
Key questions
Activities - (considering lower, middle and higher
achievers) Indicate organisation and support.
Resources
(incl ICT)
Review, reflect.
Key questions
Mon
Tues
Wed
Thur
Fri
Assessment and future action
Securing number facts, calculating, identifying relationships
Homework
Year 6 Block E Unit 1(Autumn term): 3 week block
Week Mental/Oral (rehearse, recall,
2
refine, reason, revisit, read)
Objectives
Activity
Main Activity
Objectives
Key vocabulary
Plenary
Direct teaching
Key questions
Activities - (considering lower, middle and higher
achievers) Indicate organisation and support.
Resources
(incl ICT)
Review, reflect.
Key questions
Mon
Tues
Wed
Thur
Fri
Assessment and future action
Securing number facts, calculating, identifying relationships
Homework
Year 6 Block E Unit 1(Autumn term): 3 week block
Week Mental/Oral (rehearse, recall,
3
refine, reason, revisit, read)
Objectives
Activity
Main Activity
Objectives
Key vocabulary
Plenary
Direct teaching
Key questions
Activities - (considering lower, middle and higher
achievers) Indicate organisation and support.
Resources
(incl ICT)
Review, reflect.
Key questions
Mon
Tues
Wed
Thur
Fri
Assessment and future action
Securing number facts, calculating, identifying relationships
Homework
Year 6 Block E Unit 1(Autumn term): 3 week block